Evaluation and measurement
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This document discusses measurement and evaluation in nursing education. It defines measurement as obtaining a numerical description of a characteristic and lists three types: direct, indirect, and relative measurement. Evaluation is defined as determining the extent to which educational objectives are realized. The purposes of evaluation in nursing include determining students' knowledge and clinical performance levels, identifying difficulties, and gathering information for administrative and teaching purposes. The principles of evaluation include relating it to objectives, determining what to evaluate, selecting techniques, using multiple techniques, and using it as a means rather than an end. The two types of evaluation are formative, which monitors progress over time, and summative, which assesses competence achieved and can be used for grade promotion.
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Formative & summative evaluation
This document discusses curriculum evaluation, which refers to collecting information to make judgments about the effectiveness of an educational program in order to determine whether it should continue unchanged, be modified, or discontinued. The document outlines that curriculum evaluation has three main purposes: describing and judging a program, comparing student performance to objectives, and obtaining information for decision-making. It also distinguishes between formative evaluation, which collects information during instruction to improve it, and summative evaluation, which assesses the worth of a program at its end. Finally, the document notes that evaluation serves a range of stakeholders and helps ensure curriculum quality and updating over time.
Concept and nature of measurment and evaluation (1)
Measurement, evaluation, and assessment are related concepts aimed at judging student performance and progress. Measurement refers to obtaining quantitative data about a student's abilities or skills, such as a test score. Evaluation involves making qualitative judgments about a student's performance based on criteria. The purpose of evaluation and assessment includes student placement, certification, improving teaching, and providing feedback. Key principles of effective evaluation are that it should be planned, guided by learning outcomes, use multiple strategies, and help students by providing feedback.
Concept of Classroom Assessment
This document discusses concepts related to classroom assessment. It defines key terms like classroom, measurement, assessment, evaluation and describes different types of assessment like formative, summative, norm-referenced, criterion-referenced. The purposes of assessment are listed as checking student strengths and weaknesses, making learning effective, and obtaining evidence of learning. Principles of effective assessment include that it should be for learning, not just of learning, and should be reliable, valid, fair, consistent and enhance student motivation.
Nrt and crt
The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs).
- NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill.
- The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard.
- Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results
Testing, Measurement and Evaluation
Testing is part of schooling but Why we test pupil? , What is measurement and evaluation and their basic differences.
Formative and summative evaluation (assessment of learning 2)
Formative evaluation is done during instruction to provide feedback and help teachers improve. It uses short assessments with 5-10 items daily and helps teachers decide whether to reteach, remediate, or move on. Summative evaluation is done after a unit or program to assess student achievement and compare results. It uses longer 30-50 item assessments and assigns grades to provide feedback on student performance at the end of a term. Formative evaluation informs instruction while summative evaluation assesses learning outcomes over a longer period.
Formative evaluation
The document discusses different types of evaluation in education including formative, summative, diagnostic, criterion-referenced, and norm-referenced evaluation. Formative evaluation occurs during instruction to provide feedback and improve teaching and learning. Summative evaluation happens at the end of a course to assess learning and assign grades. Diagnostic evaluation identifies specific learning difficulties. Criterion-referenced evaluation measures students' mastery of learning objectives, while norm-referenced evaluation compares students to their peers. The document provides details on the characteristics, purposes, and examples of each type of evaluation.
Major tools of evaluation
The document discusses different types of evaluation tools used in education including paper and pencil tests, oral tests, and performance tests. Paper and pencil tests are the most widely used method for collecting information in educational research and can be used to measure factors like school achievement. Oral tests evaluate speaking skills and ability to communicate, while performance tests assess skills like analysis and interpretation by having students perform tasks. Developmental checklists, portfolios, and summary reports are key components of performance tests that track student progress over time.
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Formative & summative evaluation
This document discusses curriculum evaluation, which refers to collecting information to make judgments about the effectiveness of an educational program in order to determine whether it should continue unchanged, be modified, or discontinued. The document outlines that curriculum evaluation has three main purposes: describing and judging a program, comparing student performance to objectives, and obtaining information for decision-making. It also distinguishes between formative evaluation, which collects information during instruction to improve it, and summative evaluation, which assesses the worth of a program at its end. Finally, the document notes that evaluation serves a range of stakeholders and helps ensure curriculum quality and updating over time.
Concept and nature of measurment and evaluation (1)
Measurement, evaluation, and assessment are related concepts aimed at judging student performance and progress. Measurement refers to obtaining quantitative data about a student's abilities or skills, such as a test score. Evaluation involves making qualitative judgments about a student's performance based on criteria. The purpose of evaluation and assessment includes student placement, certification, improving teaching, and providing feedback. Key principles of effective evaluation are that it should be planned, guided by learning outcomes, use multiple strategies, and help students by providing feedback.
Concept of Classroom Assessment
This document discusses concepts related to classroom assessment. It defines key terms like classroom, measurement, assessment, evaluation and describes different types of assessment like formative, summative, norm-referenced, criterion-referenced. The purposes of assessment are listed as checking student strengths and weaknesses, making learning effective, and obtaining evidence of learning. Principles of effective assessment include that it should be for learning, not just of learning, and should be reliable, valid, fair, consistent and enhance student motivation.
Nrt and crt
The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs).
- NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill.
- The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard.
- Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results
Testing, Measurement and Evaluation
Testing is part of schooling but Why we test pupil? , What is measurement and evaluation and their basic differences.
Formative and summative evaluation (assessment of learning 2)
Formative evaluation is done during instruction to provide feedback and help teachers improve. It uses short assessments with 5-10 items daily and helps teachers decide whether to reteach, remediate, or move on. Summative evaluation is done after a unit or program to assess student achievement and compare results. It uses longer 30-50 item assessments and assigns grades to provide feedback on student performance at the end of a term. Formative evaluation informs instruction while summative evaluation assesses learning outcomes over a longer period.
Formative evaluation
The document discusses different types of evaluation in education including formative, summative, diagnostic, criterion-referenced, and norm-referenced evaluation. Formative evaluation occurs during instruction to provide feedback and improve teaching and learning. Summative evaluation happens at the end of a course to assess learning and assign grades. Diagnostic evaluation identifies specific learning difficulties. Criterion-referenced evaluation measures students' mastery of learning objectives, while norm-referenced evaluation compares students to their peers. The document provides details on the characteristics, purposes, and examples of each type of evaluation.
Major tools of evaluation
The document discusses different types of evaluation tools used in education including paper and pencil tests, oral tests, and performance tests. Paper and pencil tests are the most widely used method for collecting information in educational research and can be used to measure factors like school achievement. Oral tests evaluate speaking skills and ability to communicate, while performance tests assess skills like analysis and interpretation by having students perform tasks. Developmental checklists, portfolios, and summary reports are key components of performance tests that track student progress over time.
Assessment Approaches: Quantitative and Qualitative Assessment
This document discusses quantitative and qualitative assessment approaches. Quantitative assessment expresses learning outcomes in numerical form using tools like tests. It is objective, easy to administer and summarize but does not provide rich details. Qualitative assessment collects non-numerical data using methods like interviews and observations. It provides more in-depth descriptions of students' thoughts and experiences, but takes more time and is more subjective. Both approaches have advantages and disadvantages for assessing student learning.
Teaching theories
The document discusses various theories of teaching including formal, descriptive, normative, meutic, communication, moulding, mutual inquiry, cognitive, and general theories of teaching. It also discusses Gagne's hierarchical theory of instruction, Atkinson's decision theoretic analysis, and Bruner's cognitive developmental theory of instruction. Key variables in teaching theories are identified as the teacher, students, learning objectives, and learning theories. The purpose of teaching theories is to explain and predict teaching methods and evaluate their effectiveness.
Measurement and evaluation in education
The document discusses measurement and evaluation in education. It defines measurement as quantifying individuals' attributes and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key points include:
- Evaluation assesses educational objectives, programs, teachers, and learners.
- Evaluation implies a systematic, continuous, and comprehensive process using various techniques.
- Evaluation assumes instructional objectives have been previously identified.
- Tests, quizzes, and other instruments are used to obtain information for evaluation purposes.
Types of Evaluation
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Evaluation in Education
Evaluation -What it is? -Definitions
Why it is needed ? - Purposes
How it is done ? - Levels
Criteris
Types
Techniques
Methods
Item analysis ppt
item analysis which is use for rejecting & accepting the test of items....it is helpful for education & research.
EDUCATIONAL ASSESSMENT
Assessment
Definition
Principles of assessment
Purposes of assessment
Functions of assessment
Types of assessment 1. summative assessment
2. formative assessment
Advantages of assessment
Disadvantages of assessment
Grading and reporting
Grading and reporting systems aim to provide results in a brief and understandable format for various users. They enhance student learning by clarifying objectives and showing strengths and weaknesses. Reports also inform parents and guardians of student progress. Grades help administration and guidance with decisions around promotion, graduation, honors, and eligibility. The key purposes are to promote learning rather than frustrate students.
Meaning, nature and functions of assessment
This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and student outcomes. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding student progress, and checking achievement. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
roles of evaluation
This document defines evaluation as examining programs and making judgements about their value based on stated objectives and standards. It then lists several purposes of evaluation for teachers: to assess student knowledge and difficulties, determine grades, evaluate teaching methods, motivate and provide feedback to students, and collect information for administrative decisions and course improvements.
Teaching on quality assurance
1. Quality assurance is a dynamic process through which nurses ensure accountability for the quality of care provided and guarantee society that nursing professionals are regulating services.
2. The process of quality assurance involves setting standards, appraising actual achievement against those standards, planning improvements when gaps are identified, and taking action when quality of care is below standards.
3. Models of quality assurance include the philosophy model, American Nurses Association model, and system model, which break quality assurance into components like input, throughput, output and feedback.
4. Factors affecting quality assurance include lack of resources, personnel issues, improper maintenance, and absence of patient satisfaction surveys or nursing care records.
Assessment
This document provides an overview of assessment in education. It defines various types of assessment including formative assessment, summative assessment, internal assessment, and external assessment. Formative assessment involves evaluating student progress and providing feedback, while summative assessment occurs at the end of a course to determine mastery of learning outcomes. Internal assessment is conducted by teachers, while external assessment involves an outside body evaluating students. The document discusses principles, purposes, and examples of different assessment types.
What is an assessment test
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence of student learning to make informed judgements about how to improve instruction. There are three main types of assessment: formative assessment which is part of daily teaching to modify activities, summative assessment which evaluates student achievement at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. Assessment tests measure student knowledge, skills, and aptitude to check progress and help determine career options.
Program evaluation
The document discusses various methods of educational evaluation, including formative and summative assessment, internal and external evaluation, and qualitative and quantitative measures. It describes different types of evaluation tools like essays, short answers, objective tests, observations, anecdotal records, checklists, rating scales, and oral exams. The purpose of evaluation is to measure student achievement and program effectiveness in order to improve the educational process.
Item analysis
Item analysis involves statistical analysis of test items to evaluate their effectiveness. It examines student responses to individual test questions to assess question and overall test quality. Key indicators include the item difficulty index, item discrimination index, and distractor power analysis. Conducting regular item analysis helps improve instruction, identifies areas needing remediation, and builds a bank of high-quality test questions.
Educational assessment
The document discusses educational assessments in nursing education. It defines formative and summative assessments and describes their purposes, characteristics, uses, advantages, and disadvantages. Formative assessments are ongoing evaluations used to provide feedback and guide student learning, while summative assessments evaluate learning at the end of a period. The document also covers internal assessments conducted by teachers and external assessments from outside examiners. Overall, it provides a comprehensive overview of different assessment types and principles for nursing education.
Measurment, Assessment and Evaluation
Topic: Measurment, Assessment and Evaluation
Student Name: Amna Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Educational measurement and evaluation
This document defines key concepts in educational measurement and evaluation including measurement, evaluation, testing, and the functions and principles of evaluation. It discusses different types of tests and measurements including criterion-referenced and norm-referenced tests. Various measures of central tendency (mean, median, mode) and variability (range, standard deviation) are explained. Different point measures like quartiles, deciles, and percentiles are also defined. Formulas for calculating measures like the mean, median, and mode from frequency distribution tables are provided.
Role of motivation
Motivation plays a key role in the teaching-learning process. The document discusses several theories of motivation and their implications for teaching. It describes motivation as arousing students' attention and directing it toward goals. Effective teachers motivate students through their personality, worthwhile tasks, and classroom environment. They display care, humor, and high expectations. Lessons should incorporate interaction and relevance to intrinsically motivate students. Extrinsic factors like praise and rewards also influence motivation. Overall, the document emphasizes the importance of understanding motivation and applying motivational techniques to engage students in learning.
Formative and summative evaluation in Education
- Formative evaluation occurs during instructional development to provide feedback and improve quality, while summative evaluation occurs after instruction to assess learning outcomes.
- Formative evaluation aims to identify shortcomings and provide feedback for corrections, while summative evaluation judges the overall worth of a program.
- The goals of formative evaluation are to monitor student learning and improve teaching, while the goals of summative evaluation are to evaluate student learning against standards and benchmarks like final exams.
Assessment of learning Chapter 1
The document discusses various topics related to educational assessment:
1. It defines different kinds of assessment including formative, summative, diagnostic, dynamic, and synoptic assessment.
2. It explains the functions of educational assessment including improving teaching and learning, demonstrating student success, and quantifying achievement.
3. It discusses principles of effective assessment such as starting with educational goals and standards, using assessment to improve learning, and employing multiple measures.
4. It outlines the assessment cycle including identifying goals, pre-assessing students, providing instruction, assessing outcomes, and using results to improve learning and instruction.
Evaluation of educational programs in nursing
Evaluation is a systematic process to judge the value or worth of teaching and learning in nursing education. It involves collecting, analyzing, and interpreting information on student performance and growth to determine if educational objectives are being achieved. There are two main types of evaluation - formative evaluation which provides feedback during instruction, and summative evaluation which determines achievement at the end through tests and projects. Both qualitative and quantitative techniques are used for evaluation.
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Assessment Approaches: Quantitative and Qualitative Assessment
This document discusses quantitative and qualitative assessment approaches. Quantitative assessment expresses learning outcomes in numerical form using tools like tests. It is objective, easy to administer and summarize but does not provide rich details. Qualitative assessment collects non-numerical data using methods like interviews and observations. It provides more in-depth descriptions of students' thoughts and experiences, but takes more time and is more subjective. Both approaches have advantages and disadvantages for assessing student learning.
Teaching theories
The document discusses various theories of teaching including formal, descriptive, normative, meutic, communication, moulding, mutual inquiry, cognitive, and general theories of teaching. It also discusses Gagne's hierarchical theory of instruction, Atkinson's decision theoretic analysis, and Bruner's cognitive developmental theory of instruction. Key variables in teaching theories are identified as the teacher, students, learning objectives, and learning theories. The purpose of teaching theories is to explain and predict teaching methods and evaluate their effectiveness.
Measurement and evaluation in education
The document discusses measurement and evaluation in education. It defines measurement as quantifying individuals' attributes and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key points include:
- Evaluation assesses educational objectives, programs, teachers, and learners.
- Evaluation implies a systematic, continuous, and comprehensive process using various techniques.
- Evaluation assumes instructional objectives have been previously identified.
- Tests, quizzes, and other instruments are used to obtain information for evaluation purposes.
Types of Evaluation
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Evaluation in Education
Evaluation -What it is? -Definitions
Why it is needed ? - Purposes
How it is done ? - Levels
Criteris
Types
Techniques
Methods
Item analysis ppt
item analysis which is use for rejecting & accepting the test of items....it is helpful for education & research.
EDUCATIONAL ASSESSMENT
Assessment
Definition
Principles of assessment
Purposes of assessment
Functions of assessment
Types of assessment 1. summative assessment
2. formative assessment
Advantages of assessment
Disadvantages of assessment
Grading and reporting
Grading and reporting systems aim to provide results in a brief and understandable format for various users. They enhance student learning by clarifying objectives and showing strengths and weaknesses. Reports also inform parents and guardians of student progress. Grades help administration and guidance with decisions around promotion, graduation, honors, and eligibility. The key purposes are to promote learning rather than frustrate students.
Meaning, nature and functions of assessment
This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and student outcomes. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding student progress, and checking achievement. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
roles of evaluation
This document defines evaluation as examining programs and making judgements about their value based on stated objectives and standards. It then lists several purposes of evaluation for teachers: to assess student knowledge and difficulties, determine grades, evaluate teaching methods, motivate and provide feedback to students, and collect information for administrative decisions and course improvements.
Teaching on quality assurance
1. Quality assurance is a dynamic process through which nurses ensure accountability for the quality of care provided and guarantee society that nursing professionals are regulating services.
2. The process of quality assurance involves setting standards, appraising actual achievement against those standards, planning improvements when gaps are identified, and taking action when quality of care is below standards.
3. Models of quality assurance include the philosophy model, American Nurses Association model, and system model, which break quality assurance into components like input, throughput, output and feedback.
4. Factors affecting quality assurance include lack of resources, personnel issues, improper maintenance, and absence of patient satisfaction surveys or nursing care records.
Assessment
This document provides an overview of assessment in education. It defines various types of assessment including formative assessment, summative assessment, internal assessment, and external assessment. Formative assessment involves evaluating student progress and providing feedback, while summative assessment occurs at the end of a course to determine mastery of learning outcomes. Internal assessment is conducted by teachers, while external assessment involves an outside body evaluating students. The document discusses principles, purposes, and examples of different assessment types.
What is an assessment test
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence of student learning to make informed judgements about how to improve instruction. There are three main types of assessment: formative assessment which is part of daily teaching to modify activities, summative assessment which evaluates student achievement at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. Assessment tests measure student knowledge, skills, and aptitude to check progress and help determine career options.
Program evaluation
The document discusses various methods of educational evaluation, including formative and summative assessment, internal and external evaluation, and qualitative and quantitative measures. It describes different types of evaluation tools like essays, short answers, objective tests, observations, anecdotal records, checklists, rating scales, and oral exams. The purpose of evaluation is to measure student achievement and program effectiveness in order to improve the educational process.
Item analysis
Item analysis involves statistical analysis of test items to evaluate their effectiveness. It examines student responses to individual test questions to assess question and overall test quality. Key indicators include the item difficulty index, item discrimination index, and distractor power analysis. Conducting regular item analysis helps improve instruction, identifies areas needing remediation, and builds a bank of high-quality test questions.
Educational assessment
The document discusses educational assessments in nursing education. It defines formative and summative assessments and describes their purposes, characteristics, uses, advantages, and disadvantages. Formative assessments are ongoing evaluations used to provide feedback and guide student learning, while summative assessments evaluate learning at the end of a period. The document also covers internal assessments conducted by teachers and external assessments from outside examiners. Overall, it provides a comprehensive overview of different assessment types and principles for nursing education.
Measurment, Assessment and Evaluation
Topic: Measurment, Assessment and Evaluation
Student Name: Amna Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Educational measurement and evaluation
This document defines key concepts in educational measurement and evaluation including measurement, evaluation, testing, and the functions and principles of evaluation. It discusses different types of tests and measurements including criterion-referenced and norm-referenced tests. Various measures of central tendency (mean, median, mode) and variability (range, standard deviation) are explained. Different point measures like quartiles, deciles, and percentiles are also defined. Formulas for calculating measures like the mean, median, and mode from frequency distribution tables are provided.
Role of motivation
Motivation plays a key role in the teaching-learning process. The document discusses several theories of motivation and their implications for teaching. It describes motivation as arousing students' attention and directing it toward goals. Effective teachers motivate students through their personality, worthwhile tasks, and classroom environment. They display care, humor, and high expectations. Lessons should incorporate interaction and relevance to intrinsically motivate students. Extrinsic factors like praise and rewards also influence motivation. Overall, the document emphasizes the importance of understanding motivation and applying motivational techniques to engage students in learning.
Formative and summative evaluation in Education
- Formative evaluation occurs during instructional development to provide feedback and improve quality, while summative evaluation occurs after instruction to assess learning outcomes.
- Formative evaluation aims to identify shortcomings and provide feedback for corrections, while summative evaluation judges the overall worth of a program.
- The goals of formative evaluation are to monitor student learning and improve teaching, while the goals of summative evaluation are to evaluate student learning against standards and benchmarks like final exams.
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The document discusses various topics related to educational assessment:
1. It defines different kinds of assessment including formative, summative, diagnostic, dynamic, and synoptic assessment.
2. It explains the functions of educational assessment including improving teaching and learning, demonstrating student success, and quantifying achievement.
3. It discusses principles of effective assessment such as starting with educational goals and standards, using assessment to improve learning, and employing multiple measures.
4. It outlines the assessment cycle including identifying goals, pre-assessing students, providing instruction, assessing outcomes, and using results to improve learning and instruction.
Evaluation of educational programs in nursing
Evaluation is a systematic process to judge the value or worth of teaching and learning in nursing education. It involves collecting, analyzing, and interpreting information on student performance and growth to determine if educational objectives are being achieved. There are two main types of evaluation - formative evaluation which provides feedback during instruction, and summative evaluation which determines achievement at the end through tests and projects. Both qualitative and quantitative techniques are used for evaluation.
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Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
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2. It discusses assessment of learning which is summative assessment done at the end to provide evidence of achievement, and the teacher's role in accurately reporting student learning.
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Evaluation and measurement
- 1. Measurement & Evaluation Pratibha Srivastava Associate Professor Rama university
- 2. “The process of obtaining numerical discription of the degree to which an individual possesses a particularly characteristic”
- 3. TYPES OF MEASUREMENT 1 - Direct Measurement. 2 - Indirect Measurement. 3 - Relative Measurement.
- 4. DEFINITION OF EVALUATION “Evaluation is the process of determining to what extent the educational objectives are being realized.” (Ralph Tyler 1950) “Evaluation is the assessment of merit and or worth.” (Scriven 1963) “Evaluation is a systematic examination of educational and social programme.” (Conbach et al 1980)
- 5. PURPOSE OF EVALUATION IN NURSING Determine the level of knowledge. Determine the level of the standards in clinical performances. Become aware of the specific difficulties. Diagnose each students strength and weakness.
- 6. Encourage students for learning. Help the student in self evaluation & self direction. Gather information for administrative purpose. Estimate the effectiveness of teaching & learning Techniques.
- 7. Principles of Evaluation Considering the interrelationship between objectives instructions or learning experiences & evaluation. Determine what is to be evaluated. Selecting evaluation techniques.
- 8. Combining variety of evaluation techniques for comprehensive evaluation. Knowing the weakness & strength of techniques. Taking evaluation as a means of an end, net an end in itself.
- 9. Types Of Evaluation Formative Evaluation. Summative Evaluation.
- 10. Formative Evaluation. Formative Evaluation occurs over a period of time and monitor students progress.
- 11. Summative Evaluation. Summative Evaluation has usefulness towards convicting the consumer society of knowledge skills acquired by students towards the competence achieved. It could be used for promotion to the next grade.
- 12. Thank you